Blog Post #6 SAMR

Describe a lesson you have observed or taught that would be classified by Dr. Puentedura as “redefinition.” If you have never witnessed this type of lesson, describe a “modification” lesson. If you have not witnessed either, explain why you think this level of technology integration is not happening at your school. Feel free to share any resources for this lesson that would be useful to others.

Does Paul Swanson’s analysis of SAMR assist your own understanding about the role of technology?

What connections can you make to your Personal Inquiry for this course?

After reading the article and watching Puentedura explain the model, I reflected on my lessons in the classroom. I feel like the potential to offer “redefinition” caliber lessons is there, but I am not sure how to get there more often in all content areas.

Science comes to mind as an example lesson where “redefinition” came into play. During our Engineering lessons, students were given a general challenge such as “Design a paper airplane that can strike the center of a target that is 15 feet away.” Typically, the lesson would start with an engaging video that would peak students interest. After, I explain to students that they may work with their table groups or on their own. Technology was not allowed, as I wanted to create an environment where students would collaborate with one another and learn from strengths and weaknesses.

Surprisingly, some students did not know how to build or throw a paper airplane, which encouraged them to collaborate and bring their strengths forward. Next, the challenge and limited materials would be provided to students. The students would have a twenty minutes to draft and design a prototype they would test. The special piece was that each group had a radically different approach to building a plane. Within this environment students were able to gather a new perspective from classmates towards engineering.

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One Reply to “Blog Post #6 SAMR”

I loved reading your post! I’d like to tell you that you are the one who leaves his ego at the door for student learning more than anyone else I have ever worked with! Your humble nature makes you very effective and reflective in the classroom. I admire and respect you as a colleague and a friend for your devotion to the education profession and your students.

As I read your SAMR post, I found myself focusing on the question you posed for yourself on how to offer “redefinition” caliber lessons more often in more content areas. I think that sometimes our SAS learning outcomes get in the way of what we think we could be doing that’s better for student learning. It’s easy to follow he prescribed curriculum and say that you’ve met the learning expectations and never get to the point where the learning has truly transformed the student and the outcome far exceeds the benchmark. When I consider the problem you’ve posed, I’m not sure that “redefinition” is achievable in all areas of learning all the time. I’m not sure that it should be. For me, the bigger question is what have I done to limit learning rather than encourage it? And, isn’t the very nature of “redefinition” unknowable by virtue of the fact that as a result, new, previously unknown tasks are created by the learner? It’s this line of reasoning that makes me think that the minute educators assume a finite outcome or identify a specific expectation to be met for the student, we’ve essentially inhibited infinite learning possibilities. To me, when inquiry becomes personalised, outcomes also need to become personalised.